33 this action: planning, the action, implementing the action and doing reflection.
The procedure is described as follows.
a. Planning the cycle
In this phase, the researcher identified problems or issues and made some plans to choose the actions that were feasible to be implemented in the field,
based on the results of the reconnaissance. In the planning actions, the researcher worked together with the English teacher of class. In this step, the researcher
prepared the lesson plans, the materials and the research instruments. While the research instrument such as the interview guideline, the pretest scoring rubric, the
questionnaire were designed by considering the kinds of data needed. The plans per cycle are described as follows.
1 Planning Cycle 1
In planning in the first cycle, the researcher considered the materials which would be taught by reviewing the basic competency the researcher plans to have
three types of role play and two forms of role play that were used in the cycle one. Those were considered by different situation and different dialogues.
Furthermore, the dialogues and the hand outs were designed based on their own program
– Travel Tourism Program. 2
Planning Cycle 2 In the planning in the cycle 2, the research reviewed the result of the
discussion and the plan based on the problem appearing at the first cycle. The three new dialogues and hand out were planned to be included in the same types
and forms of role play in the first cycle.
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b Action and Observation of the Cycles
In this step, the researcher involved in observing the effects of the actions and took note on how the students reacted to the actions and some obstacles in
implementing the action. 1
Action and Observation of Cycle 1 In this stage, the lesson plans were implemented in the class, the teaching and
learning process were observed and recorded in the form of field notes. The some changes were
made in relation to the students’ learning progress. Even though, in this stage, the researcher and the collaborator noted some problems appearing
during the teaching and learning process. In this cycle, there were three topics that discussed in three meetings. They were
“asking for and giving information about tourism”, “making travel arrangement” and “at the travel agent”. In the last
meeting, it created a post test for the students and they asked by the researcher to join the interview after class.
2 Action and Observation of Cycle 2
As what the researcher did in the second stage of the first cycle, in this stage the researcher implemented the revised method decides in the planning session
and observes its progress. The mistakes, weaknesses, changes and improvements were recorded as a consideration to draw the conclusion about the whole teaching
and learning process. In this cycle, the researcher taught one topic, it was “at an
airport”. It was delivered in two meetings. The second meeting of the second cycle was for doing post-test. The researcher asked to the students to join
interview and do the questionnaire.
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c Doing the Reflection
In the last step, the researcher made some evaluations or reviews on what happens in the implementation of the action. In this case, the reflection was giving
the result, which was the action successful or not. If the action was not success, the research could be repeated the action with the suitable action so that the
condition would be better. 1
Reflection Cycle 1 In this stage, the researcher and the collaborator discussed the problems and
solutions in each meeting and at the end of the cycle, based on the interview result, they discussed the whole stages of the cycle as a consideration to plan for
the next cycle. 2
Reflection Cycle 2 In this stage, the implementation and observation of the cycle 2 were
reflected in the discussion between the researcher and the collaborator. Furthermore, the whole problems, solutions, changes and improvements made in
the cycle 1 and 2 were discussed to draw the conclusion about the overall teaching and learning process.
H. Data Validity and Reliability
1. Validity
According to Anderson in Burns 1999:161-162, to fulfill the validity of the data, the researcher established democratic, outcome, process, catalytic and
dialogic validity. The explained as follows.
Kategori